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Deadline: January 17, 2014
Submit Proposals to: Heidi Storl
In-country research grants for Africa, Asia, Europe or Latin America
To provide financial support to encourage research leading to peer reviewed publication by full-time, tenured or tenure track Augustana College faculty either during an academic term(s) or a summer period of study in Africa, Asia, Europe or Latin America.
- Research proposal (no more than six pages)
- Tentative budget
- Latest resume
- Two letters of recommendation (at least one from a colleague off campus)
- A final report to the Freistat Chair within four weeks of completion of their research abroad
- A financial statement of all expenditures with appropriate receipts to the college controller, with copy to the Freistat Chair, upon completion of research abroad
- Any manuscript based on the Freistat-funded research to the Freistat Chair
- Present a public lecture on Freistat-funded research within one year after return to campus
Faculty Research in Peace Studies Grants
To support scholarly research by Augustana faculty in the field of Peace Studies, broadly construed. Although it is difficult to define the boundaries of Peace Studies precisely, as our Mission Statement suggests, it includes efforts to understand the social, political, and economic conditions that contribute to violent conflicts, to ending violent conflicts, and that favor or enhance the prevalence of peaceful (non-violent) and harmonious coexistence. A wide range of projects might fall within these general limits, and consequently, applicants in a wide range of academic fields are encouraged to apply. Research might include, but is not limited to: in-country research into the causes of a particular violent conflict, or into how a particular violent conflict has been resolved; in-country research into social or political practices of a particular community that have succeeded in encouraging non-violent and cooperative solutions to conflict; or scholarship based on comparative research aimed at general understanding of how certain sorts of conflicts can be successfully and peacefully resolved.
- Research proposal (no more than six pages)
- Tentative budget
- Latest resume
- Two letters of recommendation (at least one from a colleague off campus)
- A final report to the Freistat Chair within four weeks of completion of their research grant
- A financial statement of all expenses with appropriate receipts to college comptroller, with a copy to the Freistat Chair, upon completion of the research grant.
- Any manuscript based on the Freistat-funded research as it is completed
Present a public lecture on Freistat-funded research within one year after his/her funding ends to the campus community
Travel Awards to Present Research at International Conferences
To provide supplementary financial support to full-time, tenured and tenure track, Augustana faculty to enable them to present formal papers at international conferences in Africa, Asia, Europe, or Latin America.
- Resume
- Prospectus of paper
- A 1-2 page cover letter which addresses the importance of the candidate's participation in the conference to his/her research agenda
- Brief description of naure of conference
- Within four weeks of the conclusion of the conference, the grant recipient must present to the Freistat Chair a copy of the conference presentation and final conference program.
- A financial statement of all expenses with receipts must also be presented to college controller, with a copy to the Freistat Chair, within four weeks of conference completion.
Student-Faculty Fellows On-Site Undergraduate Research Grants
To provide funding to facilitate faculty mentoring of undergraduate research in Africa, Asia, Europe or Latin America, or in Peace Studies in either America or abroad.
- An up-to-date resume for each applicant
- Two letters of recommendation for each applicant from Augustana faculty members other than the mentor
- A formal research proposal
- A final report and any papers/video studies/other projects completed during the research project to the Freistat Chair within upon return to Augustana
- A financial statement of all expenditures, along with appropriate receipts, to the college controller, with copy to the Freistat Chair, within four weeks of completion of their research trip.
Application Deadline: January 22, 2014
The Augustana Student Research Committee is offering Student Summer Fellowships for 2014. These fellowships carry a stipend of up to $3,000 with up to $500 available for expenses. Free on-campus housing is also available to summer fellows.
There will be two informational meetings about the fellowships in Evald Hall on December 12, 2013 at 10:30 AM and also on January 14, 2014 at 10:30 AM.
Details about the application process can be found HERE.
Deadline: Monday, January 27, 2014
Nature of this research fund:
- The fund exists to support the creative and scholarly activity of the faculty.
- Fundable items include, but are not limited to, student salaries, special equipment (which would be considered college property), supplies, journal page costs, work in major archives, and additional study.
- Projects aimed at bolstering academic coursework or assisting with dissertation research and writing are not eligible.
- Proposals are reviewed by the Faculty Research Committee and funded as part of the college's annual administrative budget.
- The total annual funds to be drawn upon for this year total approximately $10,000.
- Past awards have ranged from $500 to $2,500.
- Continuing projects are eligible for repeated funding but must include an annual timeline and annual budget. Proposals that build upon previously funded projects must demonstrate progress and have expended the previous year's funding.
- Any faculty member with academic rank, including full-time, joint-appointment, adjunct or part-time faculty, is eligible to apply. This includes librarians, coaches, or appointees to concurrent administrative positions with rank.
Guidelines and selection criteria for the research fund (see Faculty Handbook for details):
1) Five page maximum proposal including itemized budget
2) Proposal must include:
- Identification of research problem or description of creative project
- Explanation of materials and methods, including itemized budget, required to tackle problem
- Relation of proposed work to work of applicant's peers
- Nature of result or product anticipated, i.e. publications, art exhibits, baseline information for future work, etc.
- Timeline for significant milestones or project completion
- Summary of research grants received from Augustana sources during the past five years, along with results of projects funded
- Current curriculum vitae (includes applicant's general qualifications and relevant previous work; this is in addition to the five page limit for the proposal; please limit CV to five pages)
3) Criteria used by the committee to evaluate proposals: eligibility, clarity of presentation, appropriate budget prediction, prospects for publication and public attention, applicant's qualifications, inclusion of student researchers (student researchers are not required, but are often favorably reviewed)
4) Expectation for funded work:
- A brief (1-2 page) report detailing the results of the research, including where the work was presented, performed, and/or published. This should be submitted to the Dean of the College and the Chair of the Faculty Research Committee no later than 1 year after notification of the grant.
- Funds not expended by 1 year after the award notification will revert back to the general Faculty Research account. Any exceptions must be approved by the Chair of the Faculty Research Committee and the Dean of the College prior to the end of the grant year.
- Faculty who are funded by these grants are expected to give a lecture or public presentation of the project's results within a reasonable amount of time.
- Acknowledgement of Augustana financial assistance in products created from funded work.
Please send your proposal by email attachment if at all possible (otherwise, six hard copies) by 5:00 PM on Monday, January 27, 2014 to Mary Koski in the Office of Academic Affairs. Awards will be announced by February 17, 2014. Direct questions to any member of the committee: Chadia Chanbers-Samadi, Lina Zhou, Paul Croll, Nathan Frank, or Eric Stewart.


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Designed by Oscar® Winner Catherine Martin in Partnership with RH, Restoration Hardware, Bespoke Suite at The Plaza to be Unveiled on the Movie's Opening Night
To honor its famous patron, F. Scott Fitzgerald, and celebrate the release of Baz Luhrmann's highly anticipated big-screen adaptation of The Great Gatsby, The Fitzgerald Suite at The Plaza debuts on May 10, 2013. Designed by Catherine Martin, costume designer, production designer and co-producer of Baz Luhrmann's upcoming feature "The Great Gatsby," the 700-square-foot suite on the 18th floor of The Plaza has been transformed into a dramatic art deco space that channels the dynamism of the Jazz Age using authentic, period-inspired pieces from luxury home furnishings brand RH, Restoration Hardware. The suite is furnished exclusively by RH to reflect the luxury and style of the upper class during the time period, which captivated Fitzgerald and drew him to The Plaza and other settings, ultimately inspiring their inclusion in his works. Furthermore, The Fitzgerald Suite at The Plaza boasts a 3D TV, graciously provided by Samsung, which guests can take advantage of upon the DVD release of Baz Luhrmann's adaptation of "The Great Gatsby."
"We feel a responsibility to preserve the history of The Plaza for New Yorkers and our guests around the world, and F. Scott Fitzgerald and The Great Gatsby are an important part of that history," said Cynthia Scherer, Director of Sales & Marketing at The Plaza. "It has been an honor to work closely with Catherine Martin to create this unparalleled suite. Her enthusiasm and commitment to authenticity have been the driving force in realizing The Fitzgerald Suite at The Plaza with the allure and distinctive look of the 1920s."
"The Fitzgerald Suite at The Plaza is a suite that F. Scott Fitzgerald and his character Jay Gatsby would be at home in – a dramatic deco space that evokes the danger, the sexiness, the glamour and a certain nostalgia for the hedonistic days of the 1920s, while still encapsulating all the comforts expected at The Plaza," said Catherine Martin. "I was thrilled to collaborate with RH for its unique stylistic point of view and period-inspired collections that translate so well for modern-day living."
Distinguished with a bespoke front door that mimics the grillwork in the film's logo, The Fitzgerald Suite at The Plaza stands apart from all other suites at the hotel. It has been built from the ground up with new oak floors, wall coverings from Catherine Martin Home, custom built-in shelves and a comprehensive range of well-curated furnishings, lighting, bath fixtures, bedding and unique accessories from RH. Channeling art deco style, dome ceilings surrounded by an antique mirror showcase RH's 1920s Odeon Glass Fringe Chandeliers distinguished by optical-quality prisms, arranged in concentric rings that hang in sparkling counterpoint to the iron frame. The living space features RH pieces such as the unassuming, yet elegant, Madsen Leather Sofa, while the bathrooms will be outfitted with RH fixtures and Pharmacy Vanities that boast clean lines with impeccably polished marble, white enamel, zinc bin pulls and exposed hinges. A focal point in the study, RH's Mayfair Steamer Desk draws inspiration from antique steamer trunks, calling to mind the luggage once used by rail or ocean voyagers. Throughout the suite, rugs from Catherine Martin Deco Collection for Designer Rugs adorn the floors. Inspired by the playfulness and romance of French Art Deco styles and the forward-looking energy of American Art Deco, the hand-tufted rugs evoke memories of the past while looking forward to the future in their design spirit.
Every detail of the suite relates to Fitzgerald's life and his time at The Plaza, as well as Baz Luhrmann's film. The bedspread and towels are custom embroidered with the Jay Gatsby and Daisy-inspired monogram, which are his initials outlined by a daisy flower, seen frequently throughout the film. The walls are decorated with portraits of the 2013 film cast captured by legendary Hollywood photographer Douglas Kirkland, images of Fitzgerald and his wife, and 1920s photos from Vogue and Vanity Fair, while the bookshelves are filled with the author's complete works and books that inspired the filmmakers throughout production, as well as classic RH accessories that include: vintage-inspired Trophy Urns modeled on a sporting prize from the 1920s, cast-iron Brooklyn Bridge bookends and timeless 1920s French Glass Cloches. Guests can find entertainment from RH's vintage board games, including Monopoly, which originated during the era and iconic Gramophone-shaped iPhone and iPad speakers, custom Tiffany & Co. playing cards, and coffee table books that invoke languorous summers on the Gold Coast or the vibrant New York of the Roaring 20s. To complete the experience, guests are welcomed to the suite with the Moët Imperial Gatsby, a special champagne cocktail crafted exclusively for The Plaza by mixologist Jim Meehan.
Visitors to the New York icon are welcomed to experience the style and glamour of Baz Luhrmann's film and F. Scott Fitzgerald through a display in the Fifth Avenue Foyer of The Plaza. At the center of the display are the costumes designed by Catherine Martin and worn by the cast of the film – Leonardo DiCaprio, Tobey Maguire, Carey Mulligan, Joel Edgerton and Elizabeth Debicki – during the climactic confrontation scene that unfolds at The Plaza. In an exclusive behind-the-scenes video, guests will be able to see the intricacies to how Martin, with the help of the hotel, was able to recreate an authentic suite inspired by The Plaza's history that also emphasized the tension amongst the characters, all on the Australian soundstage where the movie was filmed.
Reservations are currently being accepted for stays starting on May 10, the day Baz Luhrmann's adaptation of "The Great Gatsby" hits theaters nationwide.
Editor's Note: Images available upon request; B-Roll available as of May 1###
Celia de la Llama / Dinah Saglio
Susan Magrino Agency
email@example.com / firstname.lastname@example.com
About The Plaza
Timeless, captivating and unforgettable, The Plaza has undergone a $450 million, three-year, lobby to roof renovation and restoration. The passion and uncompromising service which made the hotel a legend has returned with a new and contemporary spirit. The Plaza is an extraordinary hotel and a luxury lifestyle destination that offers guests every indulgence featuring The Shops at the Plaza, a world-class retail collection with a Caudalie Vinotherapier Spa, Warren-Tricomi Salon and the Eloise shop. The Palm Court provides a quintessential New York experience, and the opulent Plaza Grand Ballroom continues to host the world's most memorable events. New additions also include the elegant Champagne Bar, stylish Rose Club, and The Plaza Food Hall by Todd English. Designated a New York City Landmark in 1969, it is also the only New York City hotel to be designated as a National Historic Landmark. The Plaza is managed by Fairmont Hotels & Resorts. For reservations and additional information, please call 888-240-7775 or visit www.theplazany.com.
About the Film
From the uniquely imaginative mind of writer/producer/director Baz Luhrmann comes the new big screen adaptation of F. Scott Fitzgerald's novel The Great Gatsby. The filmmaker created his own distinctive visual interpretation of the classic story, bringing the period to life in a way that has never been seen before, in a film starring Academy Award® nominee Leonardo DiCaprio ("Django Unchained," "Aviator") in the title role. DiCaprio stars with Tobey Maguire, Oscar® nominee Carey Mulligan ("An Education"), Joel Edgerton, Isla Fisher and Jason Clarke. Oscar® nominee Luhrmann ("Moulin Rouge!") directs the film in 3D from a screenplay co-written with frequent collaborator Craig Pearce, based on Fitzgerald's novel. Luhrmann produces, along with Catherine Martin, Academy Award® winner Douglas Wick ("Gladiator"), Lucy Fisher and Catherine Knapman. The executive producers are Academy Award® winner Barrie M. Osborne ("Lord of the Rings - Return of the King"), Shawn "JAY Z" Carter, and Bruce Berman. Two-time Academy Award®–winning production and costume designer Catherine Martin ("Moulin Rouge!") designs as well as produces. The editors are Matt Villa, Jason Ballantine and Jonathan Redmond, and the director of photography is Simon Duggan. The music is by Craig Armstrong.
Warner Bros. Pictures presents, in association with Village Roadshow Pictures, in association with A&E Television, a Bazmark/Red Wagon Entertainment Production, a Film by Baz Luhrmann, "The Great Gatsby." Opening May 10, 2013, the film will be distributed in 3D and 2D by Warner Bros. Pictures, a Warner Bros. Entertainment Company, and in select territories by Village Roadshow Pictures. www.thegreatgatsbymovie.com
About Restoration Hardware
RH (Restoration Hardware Holdings, Inc. - NYSE:RH) is a curator of design, taste and style in the luxury lifestyle market. The Company offers collections through its retail galleries, source books, and online at RH.com.

subset: commoncrawl


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D-I Championship: There's An 'A' In David
June 6, 2010
By Bucky Dent
Special to NCAA.com
OOLTEWAH, Tenn. -- After falling behind four holes to Oklahoma State's Keith Tway with seven holes left Sunday at The Honors Course, Augusta State's Mitch Krywulyczwas frustrated.
"Then I was lucky enough to win the 12th hole," Krywulycz said, "and then I figured I'd see what happened."
What happened were consecutive birdies on Nos. 13, 14 and 15 to tie the match, then a gutty par on 18 to force extra holes.
When Tway's 6-foot par putt on the first playoff hole slid right of the cup, Krywulycz and Augusta State celebrated their first NCAA Division I men's golf national championship 3 1/2-1 1/2.
While Tway looked at the ground, perhaps still trying to figure out how the putt missed, Krywulycz accepted bear hugs from teammates. Some Jaguar fans shrieked in delight and others gathered for pictures with players.
For a second straight day, Augusta State coach Josh Gregory couldn't hold back his emotions.
"It was almost surreal," he said of the moment he raised the national championship trophy. "You always dream about how the moment will go, but you don't know how it will feel.
"When the guys came running up to me and (started) giving me bear hugs, I was crying like a baby."
The school of more than 7,000 students -- or barely more than one-fifth the size of its opponent -- competes at Division II in every sport except golf.
While they had made 10 NCAA appearances prior to this year, the Jaguars have never finished higher than fifth. They didn't even qualify for last year's tournament.
Augusta State came in this year as the No. 9 seed and finished sixth in stroke play, then dumped Georgia Tech and Florida State to reach the final. But it was an underdog against the 10-time NCAA champs.
The Cowboys were five shots better than anyone else in stroke play -- the second straight year they've emerged from that part of the event as the top seed -- then rolled to match-play wins over Stanford and Oregon.
But they never had solid footing in the championship match. Their top two players, Morgan Hoffmann and Peter Uihlein, did not reach the 17th hole in losing to Henrik Norlander and Patrick Reed, respectively.
OSU's only win on Sunday was by No. 5 Sean Einhaus, who took a 2 & 1 decision over Carter Newman. For most of the day, it appeared that Tway would add a second point. The son of former PGA Championship winner Bob Tway looked to be in great shape after 11 holes, but Krywulycz made his charge to tie the match and then his stunning par at No. 18 forced the extra hole.
While Tway bombed a drive down the middle and then lofted an iron within 20 feet of the pin, Krywulycz had to chip out of the greenside rough after his second shot caromed right of the 18th green.
Krywulycz chipped within a couple of feet for his par and Tway missed his birdie putt to the right, sending the duo back to No. 1.
"I got pretty lucky with the lie," Krywulycz said. "I was pretty nervous but it was just a basic chip."
On the playoff hole, both players smoked drives down the middle and safely pitched on the green. Krywulycz's 25-foot birdie putt was about two feet short and Tway conceded the par, then shot his 20-footer six feet past.
Then came the failed par putt which will be etched forever in the memories of everyone from both programs.
"I waited 21 years for this moment," Tway said, "and to let it end like this is a pretty sickening feeling."
There was empathy for Tway on the Augusta State side, but there was also the feeling they've dreamed about having all week.
"This will always be a special place in my heart," Gregory said.


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2007-02-07 / Obituaries
Harry Halvorsen: Longtime Nassau County marine police officer
Retired Nassau County Police Department Officer Harry Halvorsen, a redsident of Massapequa Park died January 16, 2007. He was 72 years old. Born in Brooklyn, he was a proud Navy veteran and moved to Massapequa Park 42 years ago. Mr. Halvorsen was based in the Marine Bureau of the police department, patrolling county waterways aboard a patrol boat, for 32 years before his retirement.
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I dig mushrooms; figuratively speaking that is.
...as ancient as the Egyptian pyramids themselves, Egyptian hieroglyphics recorded that mushrooms were enjoyed by the pharohs. Mushrooms were popular in Greek and Roman diets too...the Greeks calling them "Bromo theo", meaning "Food of the gods". Legends persisted in early civilizations...some believing that mushrooms had magic powers to cure disease, prolong life or aid the soul in entering the realm of the gods.I'm especially delighted to discover that Pennsylvania has a thriving mushroom industry. When I moved here a few years ago, I had no idea how much the farming of "marvelous mushrooms" in Pennsylvania contributed to the economy of the state and the nation.
Centuries later, the consults and palaces of Europe served mushrooms, prized for their delicate flavor. King Louis XIV of France encouraged "champions", or mushrooms, to be grown in caves around Paris...
When most people think of agriculture in Pennsylvania, there is a good chance that mushrooms are not the first thing that comes to mind. Yet, perhaps they should be. According to a 2008-2009 mushroom crop report released by the National Agriculture Statistics Service, with regard to Agaricus mushrooms (better known as white button mushrooms), "Pennsylvania accounted for 65 percent of the total volume of sales and second-ranked California contributed 15 percent." (excellent source)
Now, I know I "promised" you a mushroom filled post today but, I've decided to report back to you when I return from "The Mushroom Capital of the World, Kennett Square. Mushrooms are a big cash crop in Pennsylvania, and a quarter of all the mushrooms grown in the United States come from farms around Kennett Square. So yup, that's right, I'll be heading to Kennett Square next weekend for the annual Mushroom Festival. I've already communicated with Kathi Lafferty, owner-operator of The Mushroom Cap at 114 W. State Street, in Kennett Square and I plan on picking up some of her newly released Snack N Shrooms! Kathi tells me her Snack N Shrooms may soon be in her local Whole Foods this coming March and, she has something in the works for a west coast private label. Isn't that exciting!!! So while I'm away unearthing the goodness of mushrooms, ponder this, What is a mushroom?
"Mushrooms are the fruiting bodies of certain fungi—the equivalent of the apple, not of the tree. Fungi, including those which produce mushrooms, are not plants; they are related to molds, mildews, rusts, smuts, and yeasts, and are classified in the Fungi Kingdom.
The definition of the word mushroom varies, depending on the source. A minority of mycologists restrict it to basidiomycetes, but that restriction contradicts the notion that morels and truffles are mushrooms—and since literally millions of people around the world consider those ascomycetes to be mushrooms, that restriction is rejected by most mycologists."
In the woods the mushrooms hide,
Rich and meaty, full of flavor
Made for man's, delicious savor.
The Soup Book by Louis P. De Gouy
Mushroom Medley
Fricassée de Champions
1/2 oz. dried cèpes or porcini mushrooms (optional)
4 tbs. olive oil
1/2 lb. button mushrooms, halved or sliced
4 oz. oyster mushrooms
4 oz. shiitake mushrooms OR
1 oz. dried and soaked mushrooms
2 cloves garlic, crushed
2 tsp. ground coriander
3 tbs. chopped fresh parsley
salt & pepper to taste
1. If you are using dried cèpes or porcini mushrooms (and they do give a rich flavor), soak them in a little hot water just to cover for 20 minutes.
2. In a large saucepan, heat the oil and add all the mushrooms, including the soaked cèpes or porcini, if using. Sir well, cover and cook gently for 5 minutes.
3. Crush garlic and add to the pan with the coriander and seasoning. Stir well then cook for 5 minutes more, until the mushrooms are tender and much of the liquid has been reduced. Stir in the chopped parsley, then allow the mushrooms to cool slightly before serving. Serves 4.
This Weeks Food Days
September 4thMacadamia Nut Pesto Pizza for National Macadamia Nut Day!
Here's the scoop, the inventor of the ice cream scoop, Alfred L. Craille was born today in Lunenberg County, Virginia.
...Alfred Cralle moved to Pittsburgh Pennsylvania, where he worked as a porter in a drug store. The idea of an ice cream scoop came to him when he noticed ice cream servers having the most difficult time trying to get the popular confection desired by the customer into the cone they also were craving. What to do? There had to be a better way. The ice cream would stick to everything but needed at least two hands to get into the cone. Some servers found it so frustrating, they would simply use their fingers to push the ice cream into the cone. Not too sanitary I'm afraid. Something was needed to release the ice cream and make for one handed dispensing; the first ice cream scoop with mechanical lever action was patented by Cralle on February 2, 1897 when Alfred L. Cralle was only 30 years old. Now everyone could enjoy eating their favorite ice cream cone thanks to Alfred L. Cralle's invention. It was strong, inexpensive, and it could be shaped like a cone or a mound. Not only that but today more than 200 years after his invention it is still his prototype which is used as the basis for the modern day ice cream scooper. Alfred Cralle's Patent number: 576395 is visibly available at the USPO and also at the google patent website...Food enthusiast François-René, vicomte de Chateaubriand was born today in 1768. He coined the name of a cut of tenderloin known as Chateaubriand Steak.
Chateaubriand: Originally a method of cooking meat, chateaubriand is now a specific cut of meat. It was named for Francois Rene, a renegade from the French Revolution. He moved to England and was living in a manor named Chateaubriand, when his chef, Montmireil, discovered that the tenderness of meat could be preserved if two pieces of lesser meat surrounded it. (source) If I hadn't done a post celebrating Mushroom Month today, my next choice would have been to introduce you to The Legacy of Craig Claiborne, who was born today, in 1920, in Sunflower Mississippi. (He moved to East Hampton later in life)
Perhaps, the best place to start is with this commentary by the author of I Hear America Cooking; Betty Fussell. You can also find a short review of Craig Claiborne's autobiography, A Feast Made For Laughter, (1982) @ The Amateur Gourmet. I read somewhere that one of Mr. Claiborne's favorite "snacks" was Mushrooms on Toast. Indeed, I found a recipe for Baked Mushrooms in Cream in my tattered copy of The New York Times International Cookbook authored by him. (if you follow that link, you will find Kelly's tantalizing adaption served on "thick, crusty, white bread:)
Baked Mushrooms in Cream
The New York Times International Cookbook p.303
1 pound large white mushrooms caps
1/4 cup melted butter
3/4 cup heavy cream
Salt & freshly ground pepper
1 tbs. freshly grated Parmesan cheese, or to taste
1. Preheat oven 450°
2. Rinse mushrooms in cold water and drain
3. Slice off the stem of each mushroom, flush with the base. (I learned this helps them keep their shape)
4. Arrange the mushrooms, stem side down, in a buttered baking dish. Brush the tops of the mushrooms with butter and pour the cream over them. Sprinkle with salt and pepper to taste and the Parmesan cheese. Bake fifteen minutes. Serve on toast.
September 5thHappy Labor Day everyone. Stay safe...I found some Labor Day recipes Cassie thinks you'll love and be sure and check out Miranda's Burger Party over @ A Duck in Her Pond.
Starting National Waffle Week, September 4th through 10th, 2011, and for a limited only, participating Waffle House Restaurants are offering Peanut Butter waffles.The first Waffle House® Restaurant opened on September 5th in 1955. I don't know about you but, I'll be checking those "babies" out!
September 6thCatharine Esther Beecher, author of Miss Beecher's Domestic Receipt Book... was born in East Hampton, New York on September 6, 1800.
September 7thAnyway you slice it, Acorn Squash Day is in September. The question is, whether it is September 7th or September 26th. This site declares the 26th while Hallmark states the 7th. I'm going with Hallmark! Check it out, they have the coolest online calendar ever!!! While you're at it, Kate From Scratch shared a tasty Acorn Squash meal to her family recently. She also has a Kelapo Coconut Oil discount code to share.
September 8thBorn today, naturalist and author of Stalking The Good Life, Euell Gibbons. There's a reprint of an article by him in Organic Gardening and his recipe for preserving Jerusalem artichokes in a Dill Crock here.
September 9thVisit my post about Harland Sanders, Colonel to you, and pick up a recipe for Mrs. Harland Sanders' Refrigerator Rolls and Buttermilk Pie. Why? Today is the day Colonel Sanders, of KFC fame, was born.
It's Weinerschnitzel Day as confirmed by the folks at the "Ultimate Holiday Site;" Hallmark. (can you tell I've recently discovered them:) I guess they figured since they were getting "blamed" for making up some of these holidays, they may as well join in!
September 10th
Who Invented the TV Dinner? I'm only asking because, today may be National TV Dinner Day!
1. Beet Greens with Mushrooms on Toast


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Week of Welcome 2014- Hampton Beach Trip
Start Date: September 1, 2014
End Date: September 1, 2014
Time: 9:00 am to 4:00 pm
Week of Welcome 2014- Hampton Beach Trip (please note: this trip is weather dependent)
Hampton Beach, Hampton, NH
Monday, September 1 (Labor Day)
Bus Departs Leicester at 9:00 a.m.
Bus Departs Worcester at 9:30 a.m.
Bus Departs Hampton Beach at 4:00 p.m.
Free for current Becker students with Becker ID- space is limited. First come, first serve. Pre-registration required.
*In the event of poor weather conditions, the trip will be canceled and registrants will be notified.*
PLEASE NOTE: If you sign up for a trip but do not show up (without notifying the Office of Campus Activities staff at least 24 hours in advance), you may not be permitted to sign up for future events and you may lose any applicable trip deposits. Please email us at firstname.lastname@example.com with any questions or if you need to contact the office.
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Advanced Related Rates and the Mean Value Theorem (Part 1 of 4)
Unit 5: Applications of Differentiation, Part 2
Lesson 5 of 8
Lesson 5 of 8
Objective: SWBAT model and solve related rates problems with variable angles and involving non-right triangles.
Big Idea: What about related rates involving angles? Although the math involves trig, students realize that the calculus process remains the same.
Math, Differentiation, modeling, law of sines, Precalculus and Calculus, Trigonometry, Law of Cosines, calculus ab, geogebra, Related Rates, calculus, AP Calculus, AP Calculus AB
60 minutes
Warm-up and Homework Review
25 min
Resources (3)
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Setting the Stage
5 min
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Closure + Homework
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Illuminations - Proving the Law of Sines activity sheet
Illuminations - Proving the Law of Cosines activity sheet
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A set of UFFI-based Common Lisp bindings to the FMOD sound library.
An interface to the Music Player Daemon (MPD) server for remotely playing music. It can connect to the daemon and send commands or command lists.
An extension to the Common Music composition environment for exporting musical data in ETF (Engima Transportable File) format, which can be read by popular commercial musical notation software.
Common Music
Common Music (CM) is an object-oriented music composition environment. It produces sound by transforming a high-level representation of musical structure into a variety of control protocols for sound ...
"An interactive, extensible editor for musical scores". It features a high quality presentation both on screen and hardcopy output. The GUI is based on CLIM.
Editor for a text-based language for lute tablature. It is implemented as an extension of the Climacs text editor.
Cl-musicman can answer basic music theory questions. It knows about chords, scales, chord progressions and intervals. Cl-musicman also knows about guitars. It can give you information about guitars i...
cl-wav-synth - Express noises as you think
A WAV sound sample editor with a library for manipulating WAV files and a (Mc)CLIM GUI. The GUI is based on a Lisp listener and provides editing tools for samples, spectra and songs.
Library for controlling a last.fm stream web service, with a graphical CLIM GUI.
A musical composition tool with a Common Lisp based language. It allows the construction and management of musical structures.


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The Japanese yen and U.S. dollar strengthened as investors sought perceived safety on concern U.S. deficit- reduction talks will fail to avert spending cuts and tax increases that threaten to push the economy into a recession.
The 17-nation euro pared a weekly advance versus the greenback after House Republican leaders canceled a scheduled vote on Speaker John Boehner's plan to allow higher tax rates for annual incomes above $1 million. The shared currency declined the most in two weeks after a report said Italian Prime Minister Mario Monti will resign. The New Zealand dollar led declines in higher-yielding currencies.
"We've seen the more sensitive risk currencies get hit," Dan Dorrow, head of research in Stamford, Connecticut, at Faros Trading LLC, said in a telephone interview. "To actually get an agreement with the Democrats and Obama is going to take more time and add more uncertainty around the fiscal cliff.
The yen strengthened against all its major counterparts, appreciating 0.5 percent to 111.16 per euro at 10:22 a.m. New York time. The dollar added 0.4 percent to $1.3192 per euro, paring its weekly loss to 0.2 percent. It weakened 0.2 percent to 84.25 yen.
Rand Leads
The South African rand leads all major currencies this month against the greenback, appreciating 4.1 percent. The yen has fallen the most out of 16 counterparts versus the dollar, decreasing 2.1 percent.
South Korea's won has appreciated more than all of its peers versus the dollar this quarter, adding 3.5 percent. The Norwegian krone has been the second-biggest gainer, increasing 2.9 percent.
The Brazilian real has lost 10.1 percent versus the dollar in 2012, while the yen has declined 8.7 percent. The Mexican peso leads all 16 of the dollar's biggest peers with a gain of 8.3 percent.
Implied volatility, which signals the expected pace of currency swings, for the currencies of Group of Seven nations was at 7.63 percent, after reaching 7.09 percent on Dec. 17, its lowest closing level since July 2007, according to a JPMorgan Chase & Co. index. Lower volatility makes investments in currencies with higher benchmark lending rates more attractive because the risk in such trades is that market moves will erase profit.
Copyright 2014 Bloomberg. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.


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Anti-Medical Marijuana Committee Fails To Register Published URL, Hilarity Ensues
from the you-can't-like,-OWN-a-URL,-man dept
It's election season, a time when man's (and more recently, woman's) thoughts turn towards shutting off the TV, radio and phone until mid-November. But! Things must be voted on, including such controversial issues as legalizing medical marijuana and authorizing dispensaries. As an opponent of weed-based medicines, you vow to fight this with every ounce/gram of your being. You set your plan in action.
1. Pick a name for your committee. ("No on Question 3")
2. Pick out a suitable URL ("votenoonquestion3.org")
3. Get your committee and its pertinent information added to the official voters' guide (both print and online.)
4. Register URL.
5. Become aghast.
Can anyone point out where Vote No on Question 3 went wrong? Here are some visual aids, taken from votenoonquestion3.org:
You see, the internet is like magic. And like most magic, it can be used for entertainment purposes. All the do-gooding in the world doesn't amount to much if you forget to register your URL. While you're busy enjoying that "new ink" smell of freshly printed Voter's Guides, someone quicker on the draw is undermining your "marijuana is bad"
propaganda proselytizing information with hilariously over-the-top headlines.
The good news is that the online voters' guide sports the corrected URL: mavotenoonquestion3.com
The bad news is that the paper version will carry the old URL permanently. Of course, very few people are willing to type in a URL by hand, but as news of this blunder spreads, the fake site with the real URL will be receiving much more attention, voters' guide correction or no.
Here's the official reaction from No on Question 3 spokesman, Kevin Sabet:
"It's funny and upsetting, I guess, at the same time."Yeah. Largely the first part. And to think, the committee can't even blame a late afternoon smokeout for the mental slip.
This statement, however, seems both more on point and more disingenuous:
The group sent out a press release saying proponents of medical marijuana were tampering with the democratic process through "underhanded efforts."Sabet admits the committee made a mistake and yet, the press release attempts to paint No on Question 3 as the victim of villainous pot smokers rather than treating it like the self-inflicted wound it is.
Oh, and here's more bad news for the "No" side:
The Globe notes that the No on Question 3 campaign has managed to collect all of $600 so far, compared to the $1 million or so that supporters of the initiative have received from Peter Lewis, a longtime patron of drug policy reform.Maybe it's time to admit your fears of a weed-loaded America are overblown, especially when you've just been outmaneuvered (and outspent) by a bunch of stoners.


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"We are Americans and we have a rendezvous with destiny."
How much is preserving and protecting and promoting Ronald Reagan's legacy worth to you?
You and I remember Ronald Reagan for many reasons. His inspired leadership.
His eloquent oratory skills. And of course, his unshakeable belief in basic
conservative principles.
It is because of these memories that so many individuals, corporations and
foundations support the Ronald Reagan Presidential Foundation. Not just for
memory sake, but for the sake of our future. We are impacting the next generation
as we preserve, protect and promote Ronald Reagan and all that he stood for.
For more information, please call the Development Office at 805-522-2977, fax us at 805-520-9702, or email email@example.com.


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How To Change The Headlight Bulbs In Your Toyota Camry
If you're a little lucky, upkeep costs on your Toyota Camry should be pretty modest. That's why it's the best-selling car in North America. Maintenance such as oil changes, new air filters, and replacing worn brake pads are all fairly easy. Another way to save money on car repair costs is to replace your own… Read more


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Praxis Program
Praxis is an experiential, community-based learning program that integrates theory and practice through student engagement in active, relevant fieldwork. The program provides consistent, equitable guidelines along with curricular coherence and support to students and faculty who wish to combine coursework with fieldwork and community-based research. The three designated types of Praxis courses—Praxis I and II departmental courses and Praxis III independent studies—are described below and at http://www.brynmawr.edu/praxis.
Praxis courses on all levels are distinguished by genuine collaboration with fieldsite organizations and by a dynamic process of reflection that incorporates lessons learned in the field into the classroom setting and applies theoretical understanding gained through classroom study to work done in the broader community. The nature of fieldwork assignments and projects varies according to the learning objectives for the course and according to the needs of the community partner. In most Praxis courses, students are engaged in field placements or working on community-connected projects that meet an identified need in the community. In other courses, the focus is on developing a relationship between the College and a community organization that will ultimately benefit the organization as well as the College.
The Praxis Program is coordinated by the Civic Engagement Office, located in Dolwen on Cambrian Row. The Civic Engagement Office builds relationships between the College and the community with an emphasis on collaboration, reciprocity and sustainability. The Praxis Program staff assist faculty in identifying, establishing and supporting field placements in a wide variety of organizations, such as public health centers, community art programs, museums, community-development and social service agencies, schools, and local government offices. Faculty members retain ultimate responsibility and control over the components of the Praxis Program that make it distinctly academic: course reading and discussion, rigorous process and reflection, and formal presentation and evaluation of student progress.
There are three levels of Praxis courses (see below), which require increasing amounts of fieldwork but do not need to be taken successively. Praxis I and II courses are offered within a variety of academic departments and are developed by faculty in those departments. Praxis III courses are Independent Study courses and are developed by individual students, in collaboration with faculty and field supervisors. Students may enroll in more than one Praxis course at a time and are sometimes able to use the same field placement to meet the requirements of both courses. Praxis-style courses taken at other institutions are subject to prior approval by the Praxis Office and the Dean's Office.
Praxis I Departmental Courses provide opportunities for students to explore and develop community connections in relation to the course topic by incorporating a variety of activities into the syllabus, such as: field trips to local organizations, guest speakers from those organizations, and assignments that ask students to research local issues. In some cases, students in Praxis I courses are engaged an introductory fieldwork activities; the time commitment for this fieldwork does not exceed 2 hours per week or 20 hours per semester. The Praxis component in all Praxis I courses constitutes less than 25 percent of the total coursework assigned.
Praxis II Departmental Courses include a more substantial fieldwork component that engages students in activities and projects off-campus that are linked directly to course objectives and are useful to the community partner. The time commitment for fieldwork varies greatly from course to course but falls within the range of 2-7 hours per week or 20- 70 hours per semester. Praxis II courses might include: weekly fieldwork, such as assisting in local classrooms, urban farms, community-based organizations; conducting research that has been requested by a community partner; project-based activities such as creating a curriculum or workshop, designing websites or brochures, writing grant proposals.
The Praxis Fieldwork Agreement is an important part of all Praxis II courses. This document outlines the learning and placement objectives of the Praxis component and is signed by the course instructor, the field supervisor, the Praxis coordinator and the student.
The Praxis component in Praxis II courses constitutes between 25-50 percent of total coursework assigned.
Praxis III Independent Study places fieldwork at the center of a supervised learning experience. Fieldwork is supported by appropriate readings and regular meetings with a faculty member who must agree in advance to supervise the project. Faculty are not obligated to supervise Praxis III courses and may decline to do so. Departments may limit the number of Praxis III courses that a faculty member may supervise.
Students who plan to undertake Praxis III Independent Study should submit a completed Praxis III proposal to their dean for her/his signature at pre-registration and then return the form to the Praxis Office to be reviewed by the Praxis Program Director. The Praxis III learning plan—which must include a description of the student's course, all stipulated coursework, a faculty supervisor, a fieldsite, a fieldsite supervisor and fieldwork responsibilities—must be approved by the Praxis Program Director by the beginning of the semester in which the course will take place. The Praxis Program Director will notify the Registrar's Office when the Praxis III learning plan is approved, at which point a course registration number will be created for the course. Students are encouraged to visit the Praxis Office to discuss possible field placements, although they are not discouraged from developing their own fieldsites.
Praxis III fieldwork typically constitutes 75 percent of total coursework assigned, with students typically completing two, four- to five hour fieldsite visits per week. Praxis III courses are available to sophomore and higher-level students who are in good academic standing. No student may take more than two Praxis III courses during her time at Bryn Mawr.


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Jennifer Aniston pays homage to legendary entertainer Barbra Streisand in the September 2010 issue of Harper's Bazaar, on stands August 17.
The 41-year-old actress, who wears Versace on the mag cover, channeled Barbra in Funny Girl and and What's Up, Doc? in a series of shots by Mark Seliger.
Here's what Jen had to share:
On what she's learned from Barbra Streisand: "You don't have to stop at one thing. You can do it all if you want to."
On being in the spotlight: "[Barbra and I] are people who have been put in the spotlight, for better or for worse, and you just keep riding, and you keep overcoming."
On looking up to Streisand: "Barbra inspires me because there isn't anything she hasn't done that she wanted to do, especially as a female in the time when her generation was prime. She's a true renais*sance woman. . . I had a long conversation with Barbra about directing because I directed a short a couple years ago, and if I don't do it again soon, I'm going to burst out of my skin. And we also love interior design."


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Harry Weldon Kees (February 24, 1914- presumed dead July 18, 1955) was an American poet, critic, novelist and short story writer.
He was born in Beatrice, Nebraska. He was educated at Doane College, the University of Missouri and the University of Nebraska, graduating in 1935. He then wrote for Federal Writers' Project in Lincoln, Nebraska. He moved to Denver and a job as librarian in 1937, where he married.
He was in New York from 1943 to 1950, heavily involved in literary journalism. From 1950 to his presumed death in 1955 he was in San Francisco, involved in many ventures but becoming a prey to mental illness. It is assumed, although his body was not found, that he jumped from the Golden Gate Bridge, where his car was abandoned on July 18 1955.
The poems are by default sorted according to volume, but you can also choose to sort them alphabetically or by page views.


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Louis, Josée and Lexie
Louis, Josée and Lexie are best friends who help each other solve all kinds of problems. They have adventures, invent games and tell stories! They love to spend time with Charlie and Madame Bonheur, and to make new friends!
TFO Videos
The TFO Vidéos Application offers French-language educational and cultural content. Cartoons, films, series, comedy, reports… find all of TFO´s videos on your tablet! With thousands of videos for the whole family, the app also features a child-secure space and a member space with exclusive content!
Episodes of Louis, Josée and Lexie
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Coloring of Louis, Josée and Lexie
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Learn the 5 senses - Mini TFO
Louis, Josée and Lexie
Mini TFO presents Learn the 5 Senses-Mini TFO, the educational application that introduces children to the senses of sight, touch, taste, smell, and hearing. Charlie is a playful little boy from the Mini TFO universe who invites children aged two to s...
Learning the 5 sens - Mini TFO
Louis, Josée and Lexie
Mini TFO presents "Apprendre les 5 sens - Mini TFO", the educational application that introduces children to the senses of sight, touch, taste, smell, and hearing. Charlie is a playful little boy from the Mini TFO universe who invites children to exp...
Guess Who`s Coming Out to Play: Season 2
Louis, Josée and Lexie
Six new games inspired by the TFO show. Toddlers will solve puzzles, have fun with Élyse and even dance with Virgule, the sweet dog! This is a fun and educational application for kids aged between 3 and 6, aimed to develop their attention and communic...
This Is the Game
Louis, Josée and Lexie
Science... and chance! Knowledge... and luck! Can you handle both? Then roll the dice and beat your opponents! An application for kids aged 8-12 to plunge into the universe of TFO show "Là est la question!"
La cible
Louis, Josée and Lexie
An alien has kidnapped the Mégallô hosts! To save them, players (from 9 to 12 years old) have to aim a marshmallow slingshot at a target and answer fun questions drawn from the subjects the kids study in class.
Mini TFO - Guess Who`s Coming Out to Play?
Louis, Josée and Lexie
This is a fun, educational and interactive application for kids aged between 2 and 6. It brings them inside a world of dazzling colours. Élyse and her dog Virgule have all sorts of fun challenges in store for them. An app that fosters oral communication


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Dave White Profile
Dave White
Your Movies.com Man at the Multiplex
Dave White's first movie review was of the animated feature Snoopy Come Home. He was seven years old...Read full profile
Your Movies.com Man at the Multiplex
Dave White's first movie review was of the animated feature Snoopy Come Home. He was seven years old...Read full profile
Total waste. Read full review
Grae Drake Profile
Grae Drake
Movie maven about town
Grae Drake began her love affair with cinema as a wee bairn, as she spent every weekend corralling her friends over to the local...Read full profile
Movie maven about town
Grae Drake began her love affair with cinema as a wee bairn, as she spent every weekend corralling her friends over to the local...Read full profile
Forget it. Read full review
Critics scores range from 0 to 100, with higher scores indicating more favorable reviews.
out of 100
Metascore®Mixed or average reviewsbased on a weighted average of allcritic review scores.
The remake has no grace notes, or grace, no nuance, no humanity, no character quirks, no surprises in the dialogue and no humor.
Read Full Review
Instead of drawing the audience in, the action scenes merely blur together. And the intriguing, thoughtful concepts at the story's core are glossed over.
This one is somberly kinetic and joyless.
The outcome is engaging enough, although not entirely satisfying from either a genre or narrative standpoint, lacking both substance and a degree of imagination.
See all Total Recall reviews at Metacritic.com
Iffy for 14+
Remake is better looking, less violent, less thoughtful.
What Parents Need to Know
Parents need to know that Total Recall is a remake of Arnold Schwarzenegger's popular 1990 sci-fi movie; both are based on a short story by cult author Philip K. Dick. The original, R-rated movie has gratuitous, shocking violence, which was sometimes played for laughs; this PG-13-rated version features more streamlined, martial arts-style fighting, with less blood -- though weapons are pulled, and characters do die. One sex-related joke from the original is repeated (an alien prostitute flashes her three naked breasts), and a married couple is scantily clad in bed. Language includes one "f--k" and many "s--t"s, plus other words like "a--hole" and "bitch." Characters drink beer in one scene, and a supporting character gets comically drunk. Teen sci-fi fans will be interested, but the movie seems destined for a short shelf life compared to the original.
Messages: Although set in a bleak future, Total Recall has an old theme: people with power and money trying to control and/or destroy those without. A few brave individuals stand up against these difficult odds, and the main character must learn to trust others. There's also a message about the fact that who you were matters less than who you are/who you become.
Role models: In this remake, Quaid is more admirable than he was in the original. He does a great deal of fighting, but it's mainly in self-defense. (He doesn't relish violence.) He has a great challenge to overcome: He wants to choose the greater good, but he can't remember anything, and everyone he thinks he can trust gives him different information.
Violence: The original movie's R-rated graphic violence has been toned down somewhat; though this version still has wall-to-wall martial arts-style fighting, nothing seems extra bloody, gratuitous, or mean. There are futuristic guns and other weapons, and characters are shot and killed. There are bloody wounds, but not a huge amount of gore. Characters fight with a knife, and one gets stabbed. Quaid must painfully slice a "phone" out of the palm of his hand with a chunk of broken glass (this is more implied than shown).
Sex: Repeating a joke from the first movie, an alien prostitute opens her coat and reveals three naked breasts. Quaid encounters her in a kind of "red light" district that hints of prostitution and "pleasure robots." Quaid kisses two women, one his "fake" wife and the other his "real" girlfriend. He wakes up in bed next to the wife, and they're both scantily clad. There's some slight innuendo as they begin to seduce one another, but they're interrupted.
Language: One use of "f--k," plus very frequent use of "s--t." Other words include "a--hole," "goddamn," "ass," "d--k," "damn," "hell," "ass," and "bitch," plus "oh my God" and "Jesus Christ" (as exclamations).
Consumerism: A character grabs a Heineken beer from the refrigerator.
Drinking, drugs and smoking: Quaid grabs a beer from his fridge, but he doesn't open it. Instead he goes to a bar and drinks beer with his buddy, who gets comically drunk.
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OR State Quad Chair
by Logo | Item #: 964796 | Model #: 195-13Q |
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Seating area measures 20.5" x 32" x 32" with single layered polyester. Features two adjustable arm rests with a cup holder on the right arm rest. Logo featured on the front and back of headrest and the carrying bag. Seats up to 225 lbs.
Great for the beach, tailgate, picnics and outdoor events, this chair shows off your team color and logo with a cupholder in the armrest
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Equivalent Numerical Expressions, Day 1 of 2
Lesson 13 of 16
Objective: SWBAT: • Find the area of squares and rectangles. • Simplify an expression using the order of operations. • Write and evaluate numerical expressions from area models.
Big Idea: How can you represent the area of a diagram using numerical expressions? Students apply their knowledge of area and order of operations to match area diagrams with numerical expressions.
These two lessons are based on the Laws of Arithmetic lesson that is part of the Mathematics Assessment Project .
I give the pre-assessment task as homework a few days before I teach these lessons. I explain to students that they may not know how to do everything on this assignment, but that is okay because they will be working on a similar task in class. The important thing is that they try their best and explain their thinking. When I review the pre-assessment task I write 1-2 questions on each student's work, following the MAP Assessment recommendations. I do not give students a grade.
Teacher's Note: For an extensive list of common student misconceptions and questions, read the Before the lesson section of MAP's Laws_of_Arithmetic.
Here are a few of the common issues that my students have:
- They do not recognize the function of parentheses
- They do not understand the distributive law of multiplication
- They fail to recognize the commutative property
- They do not see the link between multiplication and addition
- They assume that squaring a number is the same as multiplying by two.
- They do not understand the significance of the fraction bar.
- Student needs an extension.
I use this pre-assessment to create homogeneous groups for students to work in during these two lessons. I look to pair students up with a partner who has a similar level of understanding. The partners may differ with the specific topics they understand, but they are around the same level. I want to prevent a student with a relatively low level of understanding being a partner to a student with a relatively high level of understanding. I have found that high-low pairings often result in the higher student either tutoring the lower student or the higher student completing the task without waiting for the lower student (see my Creating Homogeneous Groups reflection).
Resources (3)
Do Now
Today's Do Now reviews the meaning of the measurement concepts, perimeter and area. In the task Do Now Task my students will representing the area of squares and rectangles with numerical expressions, based on their interpretation of geometric figures.
I plan to ask my students to explain how they found the area of the rectangle. If a student says he/she multiplied 3 x 2, I ask if multiplying 2 x 3 would also work. For the square, I ask for a student to explain how they found the area. If he/she multiplied 3 x 3, I will ask if 3^2 would also work. I want my students to start to recognize that there are multiple ways to represent the same area, and, to apply the Commutative Property of Addition fluently.
Resources (2)
"Review Your Work."
After the Do Now I hand back my students' Pre-Assessment with my questions. I give them a couple minutes to read my questions and write a response that reflects their thinking on the Review Your Work worksheet. It is okay if they don't have a clear response at this time. My hope is that reading my questions will spark an idea, or, that they will think about the question throughout the lesson.
After students respond to my question, I will ask them to think about Question 1. I offer that they can use what they wrote about their pre-assessment as a starting place. It may help some students to find the actual area of the diagram and use that to compare with the expressions.
Once the class works on Question 1, I will ask several students to identify one expression that correctly models the area of the figure. I am looking for students to clearly explain/show their thinking, so I will ask them to explain their answer to the class. Here is what I am hoping to hear:
- I want my students to recognize that (b) works because it is finding the area of the two rectangles and adding them together.
- I want my students to understand that (c) works because 3+5+3 +5 is the same as 3+3+5+5 or 3x2 + 5x 2.
- I want my students to recognize that (d) works because it is finding the area of the larger rectangle that has the dimensions of 2 and 3+5.
After we discuss this task, I again collect the pre-assessments. I will return them to my students after they have completed the post-assessment (see Equivalent Numerical Expressions, Day 2 of 2).
Whiteboard Practice
In order to maximize participation during the next section of the lesson, I pass out Whiteboards and markers to my students.
During this section of the lesson I will be displaying the diagrams included in Whiteboard Practice using a document camera (or LCD Projector). As I display each figure, I ask students to look carefully at the diagram. After they have had time to observe, think and recall, I ask them to write an expression that shows how you would find the area of the figure in each diagram.
I will circle the room as students work observing what they are writing on their whiteboards. If I find a student who is struggling, I will ask him/her to try to find the area first, then write an expression showing how they figured out the area. If some students easily come up with one expression, I will ask them to write a second expression that also models the area of the diagram.
After a couple minutes I plan to ask students to hold up their whiteboards so I can see all of their responses. If I see a common mistake, I will make note of it. Eventually, I will write the expression on the board and ask students if they agree/disagree with it. I expect that I will be able to ask a couple students who have written different expressions to explain their thinking to the class. I am looking for students to share and explain 3 x 4 + 3 x 5 and 3 (4+5). During this time I tell students to record these expressions on their paper with their pencil.
Next, I will have students look at the next question. I give them a minute to work on their whiteboards. When most students have an answer, I ask them to show me their whiteboards. Again, if I see a common mistake, I will ask students to debate that answer. I ask a student to explain their thinking and ask another student to add to their thinking. I ask students to come up with other expressions that would also represent the area of diagram A.
If I have time, I ask students to come up with expressions that represent the area of diagram B and C. I want them to recognize that they are equivalent because they both have a rectangle that is 4 units by 1 unit and a rectangle that is 5 units by 2 units.
Before moving on, I will have student volunteers collect the whiteboards and markers.
Matching Part 1
For this section, students work in their homogeneous partner pairs. I have a volunteer read the rules and expectations from Matching Part 1 to the class. I ask students what questions they have. Then I pass out the materials and students start working.
Teacher's Notes:
- Before this lesson, I print and cut out one set of Expressions Cards and one set of Area Diagrams Cards for each partner pair. I like to print them on card stock and label the sets and place them in envelopes. For example, for set 1 I put #1 on the back of each card and label the envelope #1. That way when (inevitably) a card falls on the floor, it can easily be returned to the proper envelope.
- Today, I only give partner pairs an envelope with the following cards: A1, A2, A7, E1, E2, E7, E8, E13, and 3 blank E cards (they will need at least one to create a matching expression for A2). I do this so students can focus on a smaller amount of cards. When I gave students all the cards at once, many of them were overwhelmed. Adjust the amount of cards to meet the needs of your students.
As my students work on the task I walk around and monitor student progress. I am observing the strategies students are using and commenting on appropriate partner work. Many of my students may struggle at first, and this is okay. I want my students to engage in real mathematical practices (MP1, MP2, MP3). If a pair is stuck, I will not intervene immediately. I want students to find ways of applying what they know to find matches. If students raise their hand and ask for help, I may ask some of the following questions:
- What area card are you working with?
- What is the total area of the diagram? How do you know?
- How do you know if an expression card matches this diagram?
If students successfully find all the matches, I will ask them to use blank cards to create a different expression that is equivalent to each area diagram. Once they complete this task, I will have them pair up with another partner pair to compare their matches.
Resources (4)
I begin the Closure by asking students to share their matches for A1 with the class. I want students to show and explain their thinking. Then I ask if 2 (3 + 4) would represent the area of A1. I want students to understand that that expression wouldn't work since the rectangles don't have the same width.
I will ask students to share out their different strategies for finding matches.
- Do you find matching expressions first and then match with an area diagram? Or vice versa?
- Do you find the area of the diagram and then simplify the expressions?
As we come to the end of the lesson I want my students to hear about the diverse strategies that their classmates are using. Then, I will have students clean up and organize their cards. Instead of giving a ticket to go, I will collect and look at my students' work to prepare for Part 2 tomorrow.


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Ask Me Anything! I Can Use Imaging to Answer!
Lesson 11 of 19
Objective: SWBAT ask and answer questions with and without imaging/visualizing to realize this importance of the reading strategy.
- Danny and the Dinosaur by Syd Hoff
- Lesson vocabulary words from the Reading/Writing word wall: illustrations, literature, questioning, imaging
- Set up the whiteboard
- 4 square post-its for each student and for the teacher
- 'Asking Questions About Images' worksheet
- 'Imaging & Visualizing Strategy' poster**
This text is a great one for second graders because it falls squarely in their lexile and, more importantly, is a favorite of many children. The kids can relate to the fun with the dinosaur and enjoy the fantastical images.
** "Imaging" is the term that my district uses for "visualizing". In order to stay true to the district expectations, I'll continue to use this verbage. Visualizing is a critical skill for 2nd graders because they need to 'go deeper' in the text. By visualizing as they read, they are creating and tweaking images in their minds as they actively read. This kind of 'close reading', forming images using text, verifying and changing those images, and ultimately comparing their images to the author, creates critical readers and deepens comprehension.
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Let's Get Excited!
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students' academic vocabulary. My words are color coded 'pink' for literature/'blue' for reading strategies/'orange' for informational text/'yellow' for writing/'green' for all other words)
Common starting point
- "I brought my giant question mark today. Can you guess what we're talking about today? Right, questioning. We'll be using our imaging strategy in a story to answer questions about some literature."
- What questions words should I put up on the poster?" I used the typical words and then used 'other' for the verbs that can start a sentence.
- "Why do you think I need to list all of the question words?" I'm looking to see if they can tell me that using a variety of questions helps us understand the story better or we put them all up so we don't forget to ask different questions.
- Here's a discussion that we had about using all of the questions words.
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Teacher's Turn
Lesson discussion
- "We have talked about many ways that imaging/visualizing help us. When we have pictures in our head and are using this reading strategy, it helps us answer questions more easily."
- "I'll add that to my 'imaging poster."
Imaging helps us answer questions.
- "I'm going to read a few pages of our book and then stop and read a page that we can make an image for."
- Read to page 11, showing pictures until that page. "Here's my image that I have in my head for what is happening. I'll ask a question that I can answer – 'Who is talking?'"
- Write that on the organizer? Let's check the illustration – they are the same. My image was right!"
- Read through page 17. "Hmmm this is harder – my image is (draw it) and my question is 'What happened with the ropes?' I'll put that post-it on the big question mark." Let me check the book – ohh my image is different – not wrong – just different. I'll have to change my thinking – I thought they were in a different place."
- Here's what the whiteboard looked like as we finished.
Guided practice
- "Let's try one together." Read and show pictures up to page 23 (don't show that picture on that page). What image could I draw?" Take ideas and draw a picture. "Now what question could I ask with my post-it? I already have a 'what' and 'who' question. "I'll ask a 'where' question. Can you help me with ideas?"
- Take ideas. I used 'Where was he climbing?'
- "Let's try one more." Read to page 24 and don't show the picture on that page. "What should my image be?" The kids may have different opinions – that's ok. "I'll pick this one. What question could I ask? I"ll use 'how'. 'How did they ride on his tail?'" Take a look at how we created the image.
- Here's a student working on his image.
- You might be interested to see the whiteboard as we finished working together.
The reason I use post-it notes for this activity is to ensure that the kids ask a variety of questions. Typically, second graders are good at asking 'who' or 'what' or 'where' questions, but I want to challenge them to use all of the question words. I point that out as we work - "We need more 'how' questions!". I purposefully give each student 4 post-its to ensure that they have an equal chance to participate."Oh, you're out of post-its - who else still has some left to write a question?"
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Students Take a Turn
Explain the task
- "Now it's your turn. You each have 4 post-it notes. As I read and pause, it's your job to create an image in your mind and then write a question to answer. I'm passing out a worksheet. We all draw an image for each picture."
- Here's the pages I stopped on (and read but did not show the pictures until we had images and a question) for the kids to draw images. These are just suggestions – please preview the book and decide for yourself-you'll need 8 to match the worksheet.
- I did suggest a few tips to the kids - they can just use part of the characters' bodies in their drawings, and all the question words had to be used.
- Pp.28-29 How did he go under the bridge?
- Pp.30-31 What did they eat?
- Pp.34-35 Where were the animals?
- Pp.38 Who said to go away?
- Pp.42-43 What did he do for fun?
- Pp.45 What tricks could he do?
- Pp.56 Why did they pretend not to see him?
- Pp.62 Where did the dinosaur go?
- Remind students to go back to the text for answers. This is critical - they need to have evidence for their answers. Ask them, at times..."How do you know that answer? Can you show me where it says the tricks he can do? Did the illustration or words tell you that?"
- As kids work, remind them to spell the question words correctly and use question marks.
I took 3-4 volunteers to put up post-its for each question (I took my challenged readers/writers early so they had an opportunity to finish their post-it notes). The kids each drew their images on the worksheet, but could copy the volunteers' questions.
My kids had some GREAT creative questions as well as comments about the images. We have been using imaging for several weeks and they are getting really GOOD at this strategy. They draw images quickly, are creative, and need just a few reminders to use the text for ideas. If you students struggle, model more or 'think out loud' - "I bet you know that because the picture showed the zookeeper telling him to go away."
Some of my kids' images were very unique and I was pleased to see them really challenge themselves! They really started to think 'outside the box' and were had creative questions and images.
As students formulate and answer questions and verify with illustrations, they are citing evidence to ask and answer text-dependent questions. (RL.2.1) Using imaging to actively read and then aligning those images with the illustrations in the book creates readers who utilize 'close reading'. They are intimate with the story, thinking about the authors' purpose and context clues and activating background knowledge to create personal images. As they check these images, they adjust their thinking in line with the author's purpose. We talked about these different images and how images may differ, but are fine as long as they are supported by text.
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Resources (8)
Share What You've Learned
Discussion-turn and talk
- Look over the completed whiteboard - "Were the questions evenly asked? What were the easiest questions to write? What were harder questions? What words did we use for the 'other' questions?"
- Take a few moments and discuss how imaging helps us comprehend. One student reflected back on her completed worksheet, commenting that she likes to stop and think as she reads and that her drawings help her when they 'are not right' because she has to 'check the pictures'.
- Have the kids turn to a partner and show their images. What was the same? Were some of the images different? What questions did they have that were similar?
This turn and talk technique, whether it is used to discuss worksheets, images or ideas, is critical for kids. They need the opportunity to reflect on their own work and see peer examples. Students gain ideas from others, whether they be helpful or gently critical, that gives valuable feedback.
Optional Activity (I ran out of time, but this would be great to do with the 2nd page of the worksheet)
- "We've read a great story about an adventure with a dinosaur. Can you imagine what you'd like to do with a dinosaur? It's your turn to imagine a scene? You can choose your dinosaur. Here are some pictures of some dinosaurs – choose one and make a quick scene."
- "I'll give you 5 minutes to draw your scene and then it's time to turn and talk."
- Now turn to your neighbor and think of a question – your partner needs to write a question at the bottom of your picture that you need to answer."
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Students with academic challenges should be able to draw images, but may need to work with a partner or get teacher prompts for the questioning. Writing questions is difficult, especially considering the grammar and conventions involved. You will have to decide your purpose for these students related to the writing – proper question form or simple question formation. The former will require more prompting and the latter gives the writer more latitude to focus on the questioning technique vs the grammar. I did put up some spelling words on the whiteboard to help with writing.
I would expect 'out of the box' thinking and higher level language questions from those students with greater ability. Challenge them to ask questions that go beyond the basic factual questions to inferential questions that may not be necessarily answered by the text or illustration, but that draw on higher thinking skills.


text:
Featherwoods Bed & Breakfast
Crawford, GA 30630
Featherwoods sits on 16 rolling wooded acres with wildlife galore. Enjoy listening to the birds singing to each other while sitting on the front porch or taking a leisurely walk around the property. Located just two miles from Historic Lexington's shopping, walking tours and carriage rides and Goodness Grows Nursery. Only 20 minutes from the Classic City of Athens and the University of Georgia.
Info & Amenities
Hours of Operation
Sunday: All Day
Monday: All Day
Tuesday: All Day
Wednesday: All Day
Thursday: All Day
Friday: All Day
Saturday: All Day
Average Nightly Rate
Call for Rates
Facility Amenities
Complimentary Breakfast
Outdoor Pool
Parking on Site
Restaurant Nearby
General Information
Call for Appointment
Deposit Required
Handicapped Accessible (Limited)
Miles from Convention Center: 18
Room Information
Number of Non-smoking Rooms: 6
Number of Rooms (Total): 6
Setting & Style
Pastoral Setting


text:
She's participated in a number of series, guest posts, and giveaways with me in the past, and I'm thrilled to have her here again today to help me celebrate by giving away this fantastic Spring Circle Clutch!
I'm loving it. Totally. In fact, I totally bought myself one. Yup. It arrived on Monday and it's just as fabulous in person as in the photos. Happy "birthday" to me!


text:
Verb Usage
3.5 based on 2 ratings
Verbs can be a tricky thing! If your child is just beginning to venture into verb usage, hand him off this practice worksheet that goes over how verbs change when they're attached to singlular and plural nouns.
Click to find similar content by grade or subject.
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Start Lesson Guided Lesson: Sentences 2
Guided Lessons are a sequence of interactive digital games, worksheets, and other activities that guide learners through different concepts and skills. They keep track of your progress and help you study smarter, step by step.
Guided Lessons are digital games and exercises that keep track of your progress and help you study smarter, step by step.
Third grade writers will be tasked with writing longer and more complicated sentences. This guided lesson in understanding, constructing and punctuating sentences can support kids as they learn to build bigger and better sentences in their writing. Grammar instruction and practical examples were written by our curriculum experts, complete with a list of recommended building sentence worksheets for third graders.
Third grade writers will be tasked with writing longer and more complicated sentences.
This lesson includes printable activities: Download All (5)
Exercise: End Punctuation 1
Game: Floyd Danger: Quest for the Complete Sentence
Exercise: Complete Sentences vs. Fragments 1
Game: Subject-Verb Agreement Game: Truck Edition
Exercise: Subject-Verb Agreement 1
Exercise: Pronoun-Verb Agreement
Exercise: Conjunctions 1
Exercise: Simple, Compound, and Complex Sentences 1
Exercise: Comma to Combine Short Sentences 1
Exercise: Coordinating and Subordinating Conjunctions 1
Related Learning Resources


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text:
Featured News - Current News - Archived News - News Categories
Document cites national security, calls downsizing plans 'shortsighted'
by Christian W. Peck
Public Information Officer
Niagara County Public Information Office
Niagara County's government released a detailed report Monday that argues strenuously against proposals to eliminate an Air Force mission at the Niagara Falls Air Reserve Station, citing the "critical role" played by the base in national defense and homeland security.
The report, authored by the Niagara County Center for Economic Development, was prompted by a recommendation from Hyjek & Fix LLC, a Washington, D.C.-based lobbying firm partially subsidized from county funds to lobby on behalf of the base. The report's analysis found an economic impact on the Western New York region of $200 million annually - which would be put in jeopardy by any cutbacks at the base.
More critical, though, was the report's finding that any realignment at the base would "jeopardize national defense, military readiness, and homeland security" by eliminating the "first line of defense for threats against ... international border crossings and major power suppliers."
At nine pages, the document is a dense listing of various military, homeland security missions and regionally significant economic assets associated with the base - including the nearby Niagara Falls International Airport, which is jointly maintained by the air base and the Niagara Frontier Transportation Authority.
"We've long argued in the most strenuous terms for keeping our base at current operating levels, but this report makes clear that the government should actually be increasing the use of this facility, in light of recent investments in base infrastructure," said Legislator David Godfrey, R-Wilson. "The Niagara Falls Air Base is also geographically critical - this is one of the busiest border crossings in the Western hemisphere, and the Northeastern U.S. is sorely lacking in certain national defense facilities that can be optimally sited there."
Godfrey noted proposals to construct a state-of-the-art C-130 flight simulator at the base were particularly noteworthy, given the need to train Air National Guard and Air Force Reserve personnel - and the lack of any similar facilities nearby.
"The C-130 is the backbone of our national defense. It is a vital national security asset precisely because it is a very adaptable airframe," said Godfrey, a Marine veteran and a key county liaison to the Niagara Military Affairs Council. "And many of the units flying it are the reserve component - the folks in our National Guard and Reserve. They need flying hours, but they need simulator hours too. Right now, there are no facilities to train them anywhere in the Northeast."
Godfrey noted that county economic planners had reviewed the 2005 Base Realignment and Closure Commission report and concluded that the factors that had convinced Defense Department planners to keep the air base operating then were still factors today.
"The report says, 'In 2005, after an exhaustive examination of the facts, the BRAC commission concluded it would take over a quarter of a century before the Department of Defense would see any cost savings from closing NFARS. In fact, the BRAC examination demonstrated the alleged savings that would be achieved by closing Niagara was not accurate, and the federal government would actually save money by keeping the local air base open,'" Godfrey said. "Since then, a lot of money has been invested in improving the base."
County Manager Jeffrey M. Glatz, who worked closely with county economic planners in conducting the review that forms the basis of the report, indicated he had forwarded it to Hyjek & Fix Monday morning, before releasing it to the media.
"We stand by the most important assertion in the report," said Glatz, a former Air Force Reserve officer. "The report says, 'The close proximity to the international border, including two international airports, four international highway crossings, two international rail crossings, and two major hydro-electric generating power plants, emphasizes the critical role that NFARS plays in national defense and homeland security.' To propose reductions or eliminations of missions would be shortsighted and dangerous to national security and the Western New York economy."


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LSU sweeps MSU to stay undefeated
There were moments during Sunday's Southeastern Conference volleyball match between Mississippi State and LSU that MSU showed it belonged on the same court with one of the best teams in the country.
In the end, the defending Southeastern Conference champion Tigers swept the Bulldogs 3-0 at the Newell-Grissom Building on Sunday. LSU won by scores of 25-19, 25-23, 25-14.
The seventh-largest crowd (478) in MSU history looked on as the Tigers improved to 13-0 overall and 4-0 in the SEC. The Bulldogs fell to 9-5 overall and 1-2 in the league.
"We knew they were going to be good and there's a reason they are undefeated," MSU coach Jenny Hazelwood said. "We would hammer a ball, then they pick it up, get ready to play the next one and get a good swing. That's a well-coached team that's been there a long time and trains their players to play a certain way and they do it.
"We're still trying to get to that point where no matter how many new players we've got coming in, we've got our system in place."
The Bulldogs had leads in each of the three sets at 11-10 in the first, 10-5 in the second and 7-5 in the third.
"In spurts, we did great things to keep up with one of the best teams in the country," Hazelwood said. "We talked to them afterward about being more consistent playing at that level and executing. From a training standpoint, you've got to take it every day in practice. I think we're taking the steps we need to to get this program where we want it to be."
MSU was able to get off to fast a 1-0 leads in each of the first two sets with kills by Ashley Newsome and Caitlin Rance respectively.
After a violation by LSU's Shelby Pursley gave MSU its 11-10 lead in the first set, LSU had a run of six-straight points to jump out to a 16-11 advantage.
A point scored by Mandy Mellencamp brought State to within 24-19, but the Tigers won the set on the next point.
In the second set, the Bulldogs couldn't sustain the momentum that got them a 10-5 lead. LSU came back to get its first lead of the set at 14-13.
After a Newsome kill put the Bulldogs back on top at 15-14, the Tigers scored five-straight points to go up 19-15.
Even though MSU got close at 24-23, it couldn't get the lead back. LSU's Angela Bensend, who had 16 kills for the match, used one of those to put the second set away.
A 6-4 lead by the Bulldogs evaporated in the third set and the Tiger took control at 16-9 which brought on a timeout by State. LSU finished the match strong and a kill by Desiree Elliott ended the match.
The Tigers had four players with double-digit kills in Bensend, Elliott (10), Michele Williams (10) and Madie Jones (10). Bensend had the same number of digs (16) to go with her kills.
"They've got weapons where they can come at you from everywhere," Hazelwood said.
There were no MSU players with double-digit numbers in kills, but were led by Lance's nine. Kellye Jordan recorded 10 digs for the Bulldogs.
With her one solo block, Newsome achieved a tie for fifth place on the career solo block list at MSU with 62 total.
The next action for the Bulldogs will be at Auburn Friday, then they make the trip to Georgia Sunday. The battle of the volleyball Bulldogs will be a noon telecast on FOX Sports Net.